High School (Grades 9-12)
Structure and Properties of Matter
HS-PS1-1: Use the periodic table as a model to predict the relative properties of
elements based on the patterns of electrons in the outermost energy level of
atoms.
HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the
structure of substances at the bulk scale to infer the strength of electrical forces
between particles.
HS-PS1-8: Develop models to illustrate the changes in the composition of the
nucleus of the atom and the energy released during the processes of fission,
fusion, and radioactive decay.
HS-PS2-6: Communicate scientific and technical information about why the
molecular- level structure is important in the functioning of designed materials.
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Chemical Reactions
HS-PS1-2: Construct and revise an explanation for the outcome of a simple
chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-4: Develop a model to illustrate that the release or absorption of energy
from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-5: Apply scientific principles and evidence to provide an explanation
about the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs.
HS-PS1-6:
Refine the design of a chemical system by specifying a change in
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conditions that would produce increased amounts of products at equilibrium.
HS-PS1-7: Use mathematical representations to support the claim that atoms,
and therefore mass, are conserved during a chemical reaction.
Forces and Interactions
HS-PS2-1: Analyze data to support the claim that Newton’s second law of
motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
HS-PS2-2: Use mathematical representations to support the claim that the total
momentum of a system of objects is conserved when there is no net force on the
system.
HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine
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a device that minimizes the force on a macroscopic object during a collision.
HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and
Coulomb’s Law to describe and predict the gravitational and electrostatic forces
between objects.
HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric
current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
Energy
HS-PS3-1: Create a computational model to calculate the change in the energy
of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic
scale can be accounted for as a combination of energy associated with the
motions of particles (objects) and energy associated with the relative position of
particles (objects).
HS-PS3-3: Design, build, and refine a device that works within given constraints
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to convert one form of energy into another form of energy.
HS-PS3-4: Plan and conduct an investigation to provide evidence that the
transfer of thermal energy when two components of different temperature are
combined within a closed system results in a more uniform energy distribution
among the components in the system (second law of thermodynamics).
HS-PS3-5: Develop and use a model of two objects interacting through electric
or magnetic fields to illustrate the forces between objects and the changes in
energy of the objects due to the interaction.
Waves and Electromagnetic Radiation
HS-PS4-1: Use mathematical representations to support a claim regarding
relationships among the frequency, wavelength, and speed of waves traveling in
various media.
HS-PS4-2: Evaluate questions about the advantages of using a digital
transmission and storage of information.
HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that
electromagnetic radiation can be described either by a wave model or a particle
model, and that for some situations one model is more useful than the other.
HS-PS4-4:Evaluate the validity and reliability of claims in published materials of
the effects that different frequencies of electromagnetic radiation have when
absorbed by matter.
HS-PS4-5: Communicate technical information about how some technological
devices use the principles of wave behavior and wave interactions with matter to
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transmit and capture information and energy.
Structure and Function
HS-LS1-1: Construct an explanation based on evidence for how the structure of
DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of
interacting systems that provide specific functions within multicellular organisms.
HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback
mechanisms maintain homeostasis.
Matter and Energy in Organisms and Ecosystems
HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy
into stored chemical energy.
HS-LS1-6: Construct and revise an explanation based on evidence for how
carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical
process whereby the bonds of food molecules and oxygen molecules are broken
and the bonds in new compounds are formed resulting in a net transfer of
energy.
HS-LS2-3: Construct and revise an explanation based on evidence for the cycling
of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-4: Use mathematical representations to support claims for the cycling of
matter and flow of energy among organisms in an ecosystem. **
HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular
respiration in the cycling of carbon among the biosphere, atmosphere,
hydrosphere, and geosphere. **
Interdependent Relationships in Ecosystems
HS-LS2-1: Use mathematical and/or computational representations to support
explanations of factors that affect carrying capacity of ecosystems at different
scales.
HS-LS2-2: Use mathematical representations to support and revise explanations
based on evidence about factors affecting biodiversity and populations in
ecosystems of different scales.
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex
interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new
ecosystem. **
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of
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human activities on the environment and biodiversity. **
HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and
species’ chances to survive and reproduce.
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse
impacts of human activity on biodiversity. **
Inheritance and Variation of Traits
HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and
differentiation in producing and maintaining complex organisms.
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and
chromosomes in coding the instructions for characteristic traits passed from
parents to offspring.
HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic
variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by
environmental factors.
HS-LS3-3: Apply concepts of statistics and probability to explain the variation
and distribution of expressed traits in a population.
Natural Selection and Evolution
HS-LS4-1: Communicate scientific information that common ancestry and
biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-2: Construct an explanation based on evidence that the process of
evolution primarily results from four factors: (1) the potential for a species to
increase in number, (2) the heritable genetic variation of individuals in a species
due to mutation and sexual reproduction, (3) competition for limited resources,
and (4) the proliferation of those organisms that are better able to survive and
reproduce in the environment.
HS-LS4-3: Apply concepts of statistics and probability to support explanations
that organisms with an advantageous heritable trait tend to increase in
proportion to organisms lacking this trait.
HS-LS4-4: Construct an explanation based on evidence for how natural selection
leads to adaptation of populations.
HS-LS4-5: Evaluate the evidence supporting claims that changes in
environmental conditions may result in: (1) increases in the number of
individuals of some species, (2) the emergence of new species over time, and (3)
the extinction of other species.
Space Systems
HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the
sun and the role of nuclear fusion in the sun’s core to release energy that
eventually reaches Earth in the form of radiation.
HS-ESS1-2: Construct an explanation of the Big Bang theory based on
astronomical evidence of light spectra, motion of distant galaxies, and
composition of matter in the universe.
HS-ESS1-3: Communicate scientific ideas about the way stars, over their life
cycle, produce elements.
HS-ESS1-4: Use mathematical or computational representations to predict the
motion of orbiting objects in the solar system.
History of Earth
HS-ESS1-6: Evaluate evidence of the past and current movements of continental
and oceanic crust and the theory of plate tectonics to explain the ages of crustal
rocks.
HS-ESS2-1: Apply scientific reasoning and evidence from ancient Earth
materials, meteorites, and other planetary surfaces to construct an account of
Earth’s formation and early history.
HS-ESS1-5: Develop a model to illustrate how Earth’s internal and surface
processes operate at different spatial and temporal scales to form continental and
ocean-floor features.
Earth’s Systems
HS-ESS2-2: Analyze geoscience data to make the claim that one change to
Earth’s surface can create feedbacks that cause changes to other Earth systems.
HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe
the cycling of matter by thermal convection.
HS-ESS2-5: Plan and conduct an investigation of the properties of water and its
effects on Earth materials and surface processes. **
HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon
among the hydrosphere, atmosphere, geosphere, and biosphere.
HS-ESS2-7: Construct an argument based on evidence about the simultaneous
coevolution of Earth’s systems and life on Earth.
Weather and Climate
HS-ESS2-4: Use a model to describe how variations in the flow of energy into
and out of Earth’s systems result in changes in climate.
HS-ESS3-5: Analyze geoscience data and the results from global climate models
to make an evidence-based forecast of the current rate of global or regional
climate change and associated future impacts to Earth systems. **
Human Sustainability
HS-ESS3-1: Construct an explanation based on evidence for how the availability
of natural resources, occurrence of natural hazards, and changes in climate have
influenced human activity.
HS-ESS3-2: Evaluate competing design solutions for developing, managing, and
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utilizing energy and mineral resources based on cost-benefit ratios. **
HS-ESS3-3: Create a computational simulation to illustrate the relationships
among management of natural resources, the sustainability of human
populations, and biodiversity. **
HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of
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human activities on natural systems.
HS-ESS3-6: Use a computational representation to illustrate the relationships
among Earth systems and how those relationships are being modified due to
human activity.
Engineering Design
HS-ETS1-1: Analyze a major global challenge to specify qualitative and
quantitative criteria and constraints for solutions that account for societal needs
and wants.
HS-ETS1-2: Design a solution to a complex real-world problem by breaking it
down into smaller, more manageable problems that can be solved through
engineering.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on
prioritized criteria and trade-offs that account for a range of constraints, including
cost, safety, reliability, and aesthetics, as well as possible social, cultural, and
environmental impacts.
HS-ETS1-4: Use a computer simulation to model the impact of proposed
solutions to a complex real-world problem with numerous criteria and constraints
on interactions within and between systems relevant to the problem.
* - Integrates traditional science content with engineering. - Includes a Michigan specific performance
expectation. **- Allow for local, regional, or Michigan specific contexts or examples in teaching and
assessment.